How to Engage Students to Take Advantage of Online Feedback
DOI:
https://doi.org/10.5944/ried.24.2.29107Keywords:
Feedback, online, formative assessment, reelaboration, engagement, Higher EducationAbstract
Despite a firm commitment to the implementation of continuous and formative assessment in Higher Education, in practice, this type of assessment is still not a reality. In this assessment framework, feedback processes take on a key relevance as learning facilitators. However, recent research on feedback concludes that students do not use it and they do not engage with it. The aim of this study is to provide evidence on how the strategy based upon the resubmission of an assignment can promote students’ engagement with feedback in online or hybrid environments. To achieve this aim, a quasi-experiment with pre-post measurements was designed. The sample consisted of 76 students who received the intervention (resubmission of the assignment after receiving feedback) and 60 students in the control group. Results show that resubmission is associated with higher levels of engagement with feedback. The discussion highlights the relevance of the results in online contexts or with intensive use of technology, and the potential to transfer them to educational practice. This, in turn, has an impact on the regulation and design of actual effective training practices that can eventually contribute to learning.
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https://revistas.uned.es/index.php/ried/article/view/29107/23179
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